The Sociopolitics of English Language Teaching
Published on 3. March 2000
Book
Hardback
272 pages
978-1-85359-437-3 (ISBN)
Description
The sociopolitical dimensions of English language teaching are central to the English language professional. These dimensions include language policies, cultural expectations, and the societal roles of languages. This book aims to present these issues to practicing and aspiring teachers in order to raise awareness of the sociopolitical nature of English language teaching.
More details
Series
Language
English
Place of publication
Bristol
United Kingdom
Publishing group
Channel View Publications Ltd
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 210 mm
Width: 148 mm
Thickness: 20 mm
Weight
483 gr
ISBN-13
978-1-85359-437-3 (9781853594373)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Joan Kelly Hall | William Eggington
The Sociopolitics of English Language Teaching
Book
03/2000
Multilingual Matters
€42.30
Shipment within 10-20 days
Persons
Joan Kelly Hall is Professor of Applied Linguistics in the Department of Applied Linguistics at Pennsylvania State University.
William G. Eggington is Professor of English Language and Linguistics and Associate Chair of the English Department at Brigham Young University, Utah.
William G. Eggington is Professor of English Language and Linguistics and Associate Chair of the English Department at Brigham Young University, Utah.
Content
Robert B. Kaplan: Foreword
Introduction
Section 1: Language Politics, Language Practices, and English Teaching
1 James W. Tollefson: Policy and Ideology in the Spread of English
2 Tove Skutnabb-Kangas: Linguistic Human Rights and Teachers of English
3 Susan J. Dicker: Official English and Bilingual Education: The Controversy over Language Pluralism in US Society
4 Peter H. Lowenberg: Non-Native Varieties and the Sociopolitics of English Proficiency Assessment
Section 2: The Social, Cultural, and Political Dimensions of Language Education
5 Alastair Pennycook: The Social Politics and the Cultural Politics of Language Classrooms
6 John Baugh: Educational Malpractice and the Miseducation of Language Minority Students
7 Shelley Wong: Transforming the Politics of Schooling in the U.S.: A Model for Successful Academic Achievement for Language Minority Students
Section 3: Possibilities for Action
8 Elsa R. Auerbach: Creating Participatory Learning Communities: Paradoxes and Possibilities
9 Ramona M. Cutri: Exploring the Spiritual Moral Dimensions of Teachers' Classroom Language Policies
10 William Grabe, Fredricka L. Stoller and Christine Tardy: Disciplinary Knowledge as a Foundation for Teacher Preparation
11 Linn E. Forhan and Mona Scheraga: Becoming Sociopolitically Active
Epilogue
References
Author Biographies
Index
Introduction
Section 1: Language Politics, Language Practices, and English Teaching
1 James W. Tollefson: Policy and Ideology in the Spread of English
2 Tove Skutnabb-Kangas: Linguistic Human Rights and Teachers of English
3 Susan J. Dicker: Official English and Bilingual Education: The Controversy over Language Pluralism in US Society
4 Peter H. Lowenberg: Non-Native Varieties and the Sociopolitics of English Proficiency Assessment
Section 2: The Social, Cultural, and Political Dimensions of Language Education
5 Alastair Pennycook: The Social Politics and the Cultural Politics of Language Classrooms
6 John Baugh: Educational Malpractice and the Miseducation of Language Minority Students
7 Shelley Wong: Transforming the Politics of Schooling in the U.S.: A Model for Successful Academic Achievement for Language Minority Students
Section 3: Possibilities for Action
8 Elsa R. Auerbach: Creating Participatory Learning Communities: Paradoxes and Possibilities
9 Ramona M. Cutri: Exploring the Spiritual Moral Dimensions of Teachers' Classroom Language Policies
10 William Grabe, Fredricka L. Stoller and Christine Tardy: Disciplinary Knowledge as a Foundation for Teacher Preparation
11 Linn E. Forhan and Mona Scheraga: Becoming Sociopolitically Active
Epilogue
References
Author Biographies
Index